University Centre Colchester at Colchester Institute has opted into the TEF and received a Silver award.
The full-time Cert Ed route is a one year, pre-service teacher training programme that provides a combination of theoretical and practice-based study and training covering all the essential aspects of a full teacher role for practitioners in the lifelong learning sector.
The Certificate of Education (Cert Ed) course is designed to encourage students to achieve the aims through engaging in activities which are directly related to their own teaching context. Students are assessed through a mixture of essays, reports, assignments and practical tasks as appropriate for the learning outcomes of each individual module.
Holders of these awards may apply for Qualified Teacher Learning and Skills (QTLS) status which is conferred by the Society for Education and Training following a period of professional formation. From 1st April 2012 QTLS status has been recognised as equivalent to QTS for the purpose of teaching in secondary schools
The course operates on a modular basis. All modules count for 30 academic credits, with each credit taken equating to a total study time of around 10 hours, which includes scheduled teaching, independent study, teaching placement hours and assessment activity.
Full-time students take modules worth 60 credits per semester totaling 120 credits in the academic year to complete the course. A total of 120 credits are required to pass the course
Our teaching is informed by research, professional practice and industry engagement and modules change periodically to reflect developments in the discipline.
MODULE 1: Research Informed Teaching, Learning and Assessment
This module discusses the implications of educational settings and current policies for the care and learning of young people and adults. It will enable you to evaluate theories and models of learning relevant to the design of subject-specific teaching and learning activities. By the end of this module you will be able to distinguish the key principles underpinning the selection of strategies for assessment and recognise factors influencing the motivation and behaviour of students. What will also be covered is the use of English, maths and digital skills within subject-specific teaching and learning.
MODULE 2: Becoming a Subject Specialist Teacher
This module reviews your practice as a trainee teacher. It explores your teaching values, knowledge of your subject specialism, and your knowledge and understanding of how you are learning to teach. You will learn how to identify and respond to students’ needs, and how to use suitable teaching, learning and assessment strategies to develop inclusive teaching and learning strategies to create inclusive teaching and learning environments. You will evaluate your teaching effectiveness and develop yourself as a reflective practitioner. You will engage in personal and professional development planning, against the appropriate Professional Standards, to recognise and develop relevant subject specialist knowledge, behaviour and skills. This will include further development of English, maths and digital skills for yourself and your students.
MODULE 3: Being a Subject Specialist Teacher
This module builds on previous generic and subject specialist development in two ways. Firstly, it contributes to your development of more advanced strategies and methods for promoting learning and, secondly, it involves a focus on specific specialist areas and the critical analysis of specialist subject pedagogy. The module achieves these purposes by enhancing your ability to reflect critically on, and to evaluate, teaching and learning, by recognising particular curriculum and professional challenges, and by enabling you to develop critical responses to these concerns in sophisticated, innovative and creative ways. Key learning activities of the module are practical teaching experience and the engagement with other specialities through collaborative practice. The module is assessed through a Teaching Portfolio and a Conference Paper dealing with teaching and learning in the specialist subject.
MODULE 4: Policy and Professional Issues
This module will develop your understanding of policy and issues relating to professionalism in lifelong learning. You will explore the impact of policy on professional practice and curriculum developments, drawing on appropriate evidence to evaluate professional practice and discuss possible improvements. You will also discuss key issues of professionalism in lifelong learning, including debates on reflective practice and a discussion of your own educational values and the extent to which these promote social justice.
You are taught through a combination of lectures, seminars and practical’s. Seminars enable smaller group discussions to develop understanding of topics covered in lectures. You will use and have access to industry-standard software and facilities throughout your course.
When not attending lectures, seminars and laboratory or other timetabled sessions you will be expected to continue learning independently through self-study. Typically, this will involve reading journal articles and books, working on individual and group projects, undertaking research in the library, learning zone or technical learning resources, preparing coursework assignments and presentations, and preparing for examinations
The course provides you with opportunities to test your understanding of the subject informally before you complete the formal assessments that count towards your final mark. Each module normally contains at least one piece of practice or ‘formative’ assessment for which you receive feedback from your tutor. Practice assessments are developmental and any grades you receive for them do not count towards your module mark.
There is a formal or ‘summative’ assessment at the end of each module. Assessment methods include written examinations and a range of coursework assessments such as essays, reports, portfolios, performance, presentations and your final year major project. The grades from formal assessments count towards your module mark.
You will receive feedback on all practice assessments and on formal assessments undertaken by coursework. Feedback is intended to help you learn and you are encouraged to discuss it with your module tutor.
Qualified teacher status (QTS)
To work as a teacher at a state school in England or Wales, you will need to achieve qualified teacher status (QTS). This is offered on this course for the following level:
- Course does not award QTS
How to apply
If your application is completed by the following date, it’s guaranteed to be considered:
15 January*If you apply after this deadline, universities or colleges don’t have to consider your application if they’ve filled their spaces, so the sooner you apply, the better!
You will need these codes when you add a choice to your application.
|Campus name||Colchester Site|
Points of entry
The following entry points are available for this course:
- Year 1
|UCAS Tariff||Level 3 Qualification in your subject specialism.|
|A level||Level 3 Qualification in your subject specialism.|
|Access to HE Diploma||Achievement of a Pass mark from Access to HE Diploma.|
Satisfactory attendance of an interview day during which you will conduct a micro-teach session, conduct literacy and numeracy assessments, take part in a group discussion and have a one to one interview with a member of the core team. It is recommended that you hold level 2 qualifications in English (literacy) and Mathematics (numeracy). Satisfactory Disclosure and Barring Service (DBS)* enhanced check. *Please note there is a charge of £44 for a DBS check.
Additional entry requirements
Basic and Key Skill Builder Assessment (BKSB)
Criminal records declaration (DBS/Disclosure Scotland)
Fees and funding
|Channel Islands||£8,250||Year 1|
|Northern Ireland||£8,250||Year 1|
Additional fee information
Clearing contact details
Monday to Friday 9.00am to 5.00pm (4.30pm on Fridays). Closed at Weekends and on Bank Holidays.
Course contact detailsVisit our course page
Fax: 01206 763041